Metacognition and school of childhood
Nicoletta Rosati
Recent studies about metacognition and the factors influencing scholastic success have provided us with greater insight regarding the development of the mind. Starting from early childhood education, the school must learn how to meet the challenge of forming metacognitive-mature children. Ordinary teaching can be seen from a metacognitive aspect as helping pupils to develop knowledge and metacognitive processes. Metacognitive competence begins in early childhood when the first traces of learning disorders become evident. It is also possible to plan a specific metacognitive syllabus to discover mind functioning, using psychomotor and symbolic games, orienteering, as well as exploring and manipulating activities suitable for three to six-year-olds. The article presents comments concerning the opportunities for pupils in pre-primary school to develop metacognitive skills and attitudes which will lead to achievement in their further education and to becoming mature in a holistic development of personality.
Keywords
learning, metacognition, pre-primary school, theories and teaching models
